AIMS
How do we identify and select aims?
Aims are we want learners to learn or be able to do at the end of a lesson, a sequence (i.e. a series) of lessons or a whole course. Aims may focus, for example, on function or a grammatical structure, on the vocabulary of a particular topic or no developing a language skill. Aimd, especially for younger learners, may not always focus on particular areas of language. The aim of a lesson may also be listening to a story for pleasure or encouraging a positive attitude towards the foreign language.
To identify and select the most appropriate aims, we need to ask ourselves two question:
– what do they need to know?
- What do my learners already know?
The answer to these question will help us to make sure that the right ones for a particular group of learners at a particular time
The answer to these question will help us to make sure that the right ones for a particular group of learners at a particular time
A main aim, like the one above, describes the most important thing we want to achieve in a lesson or sequence of lesson. For example, we may want learners to understand and practice using new language; to reinforce or consolidate (i.e. to make stronger) the use of language they already know by giving them further or to revise language they have recently learnt. On a lesson plan the main should also include an example of the target language we are planning to teach.
As well as main aim, a lesson may also have subsidiary aims subsidiary aims how the language or skills learners must be able to use well in order to archive the main aim of the lesson. In the example on page 86, the main aim is to practice making polite requests; the subsidiary aims describe the language and skill that learners will need to make these requests. Stating both main and subsidiary aims is a good way of making sure that our lesson plan focuses on what we want our learners to learn, or to be able to do. It enables us to see how the lesson should develop, from one stage (or part) to the next, building up our learners’ knowledge or skills in the best possible order.
In addition to learning aims for the learners, we may also want to think about our own personal aims as teachers. Personal aims show what we would like to improve or focus on in our own teaching. Like the ones in the table on page 86, these might be about improving the way that we handle aids and materials or particular teaching techniques, or they might be about our relationship with the learners. Here are some more examples:
• to try different correction techniques
• to remember to check instruction
• to write more clearly on the blackboard/whiteboard
• to make more use of the phonemic chart (a poster with phonemic symbols)
• to get learners to work with different partners
• to get quieter learners to answer questions
Identifying and selecting aims are the first steps in planning a lesson. Once we have decided on the aims, we can design or select the most appropriate activities, put them in the best order and choose the most suitable teaching aids (things we can use to support our teaching in the classroom) and materials. After the lesson, we can look back at this part of the plan to see whether we have achieved our aims, i.e. whether we have succeeded in teaching what we planned to teach. This also helps us to select the most appropriate aims for future lessons.
As well as main aim, a lesson may also have subsidiary aims subsidiary aims how the language or skills learners must be able to use well in order to archive the main aim of the lesson. In the example on page 86, the main aim is to practice making polite requests; the subsidiary aims describe the language and skill that learners will need to make these requests. Stating both main and subsidiary aims is a good way of making sure that our lesson plan focuses on what we want our learners to learn, or to be able to do. It enables us to see how the lesson should develop, from one stage (or part) to the next, building up our learners’ knowledge or skills in the best possible order.
In addition to learning aims for the learners, we may also want to think about our own personal aims as teachers. Personal aims show what we would like to improve or focus on in our own teaching. Like the ones in the table on page 86, these might be about improving the way that we handle aids and materials or particular teaching techniques, or they might be about our relationship with the learners. Here are some more examples:
• to try different correction techniques
• to remember to check instruction
• to write more clearly on the blackboard/whiteboard
• to make more use of the phonemic chart (a poster with phonemic symbols)
• to get learners to work with different partners
• to get quieter learners to answer questions
Identifying and selecting aims are the first steps in planning a lesson. Once we have decided on the aims, we can design or select the most appropriate activities, put them in the best order and choose the most suitable teaching aids (things we can use to support our teaching in the classroom) and materials. After the lesson, we can look back at this part of the plan to see whether we have achieved our aims, i.e. whether we have succeeded in teaching what we planned to teach. This also helps us to select the most appropriate aims for future lessons.
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